Cognitive apprenticeship students became more anxious about mathematics but reported gains in self-confidence, rapport, and enjoyment¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 1992 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? SIMS attitude results indicated apprenticeship students became more anxious about mathematics and problem solving than controls. → Johnson 1992 q2 i? Apprenticeship students also gained self-confidence, established rapport with group members, and enjoyed the approach. → Johnson 1992 (2)

Evidence¶

Johnson 1992¶

Johnson, Scott D.; Fischbach, Rita McDonough. (1992). Teaching Problem Solving and Technical Mathematics Through Cognitive Apprenticeship at the Community College Level. National Center for Research in Vocational Education. https://eric.ed.gov/?id=ED352455

q2 · i? · causal · r1

SIMS attitude tests administered pre and post in the quasi-experiment. The article reports the apprenticeship group "became more anxious about mathematics and problem solving than the control group," which the authors interpret as students' belief systems being challenged by the instructional method.

"The results from the SIMS (Second International Mathematics Study) attitude tests indicate that students in the cognitive apprenticeship group became more anxious about mathematics and problem solving than the control group."

Johnson 1992 (2)¶

Johnson, Scott D.; Fischbach, Rita McDonough. (1992). Teaching Problem Solving and Technical Mathematics Through Cognitive Apprenticeship at the Community College Level. National Center for Research in Vocational Education. https://eric.ed.gov/?id=ED352455

q2 · i? · causal · r1

Same SIMS and interview data: the article reports apprenticeship students "gained self-confidence," established rapport with group members, and enjoyed the approach. These are the article's own summary statements; no effect sizes are printed.

"The results also suggest that the students in the cognitive apprenticeship group gained self-confidence, were successful in establishing rapport with other members in their group, and, overall, seemed to enjoy the cognitive apprenticeship approach to teaching mathematics."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — outcome: instruction changes it
• Interest — outcome: instruction changes it

Related Claims¶

• The review reports that cognitive apprenticeship instructional methods were significantly more effective than traditional methods for college-level writing skills — the general claim this finding bears on, with the studies behind it
• Teacher-by-method interaction was significant on the standardized MPE posttest, with control-group performance dependent on the teacher — related
• Cognitive apprenticeship instruction produced no significant differences from traditional instruction on post-treatment problem-solving, final, and standardized mathematics exams in community college technical mathematics — related
• The article argues learning is a natural, enjoyable human process rather than one driven by pressure and anxiety — related
• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) — related
• A preservice teacher's self-perceived confidence and success with traditional mathematics inhibited reinterpreting his understanding of mathematics — related
• Teachers report the program supports student interest, confidence, and enjoyment of math — related
• Cignition group tutoring produced slightly higher math confidence and enjoyment than control in an RCT — related
• Learning Studios provided opportunities for students with learning difficulties and disabilities to develop expertise, confidence and peer rapport — related
• Early studies of the relationship between anxiety and achievement produced mixed and confusing results — related
• Math circle participants reported positive mathematics attitudes, with most respondents indicating mathematics was important, interesting, liked, and that they felt confident solving problems — related
• Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations — related
• Students in a deliberate practice group reported satisfaction with the learning process on a survey given only to that group — related